探索TeachABI作为高中教育工作者在线专业发展模块的适应性
Christine F Provvidenza1,2, Hiba Al-Hakeem1, Elizabeth Ramirez3
1Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, 150 Kilgour Road, Toronto, ON M4G 1R8, Canada.
PEC innovation
|June 24, 2024
概括
为小学教师设计的TeachABI教育模块显示出适应以支持获得性脑损伤 (ABI) 的高中学生的承诺. 教师们发现它是一个有价值的基础,需要为高中需求简化内容.
科学领域:
- 教育教育教育教育教育教育.
- 神经科学是一个神经科学.
- 实施科学 实施科学
背景情况:
- 教师需要专门的知识和资源,以有效地支持获得性脑损伤 (ABI) 的学生.
- 该TeachABI模块最初是为了帮助小学教师管理学生使用ABI而开发的.
- 需要评估现有教育资源对不同学术水平的适应性.
研究的目的:
- 为高中教育工作者检查TeachABI教育模块的适应性.
- 探索高中教师对TeachABI的适用性和对其课堂的潜在修改的看法.
- 为了确定需要提高TeachABI在高中环境中的有效性所需的具体调整.
主要方法:
- 对9名高中教育工作者进行了一项定性描述性研究.
- 采用半结构面试,收集有关教育工作者与TeachABI的经验的数据.
- 使用定向内容分析来分析采访成绩单,以实施和适应框架为指导.
主要成果:
- 高中教育工作者将TeachABI视为高中特定模块的坚实基础.
- 建议的关键调整包括简化内容,如心理健康信息,并改进教学策略,如测试支持.
- 该模块的多模式和可复制的方法被认为是有益的.
结论:
- TeachABI是一个适合教育高中教师关于支持学生使用ABI的平台.
- 实施科学和适应框架提供了一个结构化的方法来定制教育资源.
- 以用户为基础的设计和对教育工作者需求的考虑对于成功的资源适应和采用至关重要.
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